COMMUNITY PUBLICATION MESEISET · 2013. 5. 1. · Chuuk. People from America and Japan, for...
Transcript of COMMUNITY PUBLICATION MESEISET · 2013. 5. 1. · Chuuk. People from America and Japan, for...
MESEISET Volume 2, Number 2
May 2013
A COM-FSM CHUUK CAMPUS
COMMUNITY PUBLICATION
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MESEISET DISCLAIMERPOL-
ICY
Any expression of opinion or view-
point of the writer(s) of an article in
this Meseiset publication is solely the
responsibility of the writer(s), not of
the COM-FSM system.
A Response to Students by Instructional Coordinator Mariano Marcus
In high school were you excited about going to college? Did you wonder what college life would be
like? College is an experience to venture, or it is the freedom to make a choice in life.
At Chuuk Campus you students have already made the choice to attend school. Every day in college,
you are faced with many more choices — to skip class or not to do assignments, to be late, to stay with
friends on campus, to Facebook all day, to drink alcohol with buddies, to be plain lazy and do nothing
academic. These — and many more choices — are presented to you every day, every hour, every mi-
nute, while you are attending Chuuk Campus.
So, what is my point? The point is just one word — RESPONSIBILITY — and let me guide you in
analyzing this word. We can break down the word and say RESPONSE and ABILITY — or the ability
to choose your response. In general human psychology, you know “stimulus” and “response” — two
words that define “making a choice”. Every day you are
surrounded by numerous stimuli. Sometimes, when you
encounter a stimulus, it may be extremely tempting or irre-
sistible, and your response to the stimulus may be equally
tempting or irresistible. All the same, you must choose
your response. Remember, the choice is yours because you
have the ABILITY to choose your RESPONSE.
So, what are you going to do? Today might be the best
opportunity to take your girlfriend somewhere you two can
share a day of intimate experience because your parents
trust you to use the family car appropriately. What an op-
portunity!!! Or, today you have a test in SS 150 (History of
Micronesia), but your friends have already gone to Wouwou
Beach for a birthday barbecue picnic, and you do not want
to miss the fun. So, you choose fun, not test.
Or, your final draft of an EN 120b paper is due at 5:00
pm today. What choice (response) will you make — fool
around, or get the paper done in the quiet library? Well, as
tempting and irresistible as the stimulus may be, you still
have the final choice of response (good or bad, right or
wrong).
Okay, you know how to make choices — that is fine
with me. In short, your choice is your responsibility, or
RESPONSE-ABILITY. Now, you have the additional re-
sponsibility to accept the CONSEQUENCES. So, if you
choose to be homesick, fail to understand your instructors,
In this issue…. page
A Response to Students . . . . . . . . . 1
Economic Development:
Sea Cucumbers . . . . . . . . . . . . . . . 2
Economic Development:
Tourism vs. Ecotourism . . . . . . . . . 2
Diversified Industries . . . . . . . . . . 3
World History Essay 1 . . . . . . . . . . 4
World History Essay 2 . . . . . . . . . . 5
World History Essay 3 . . . . . . . . . . 6
World History Essay 4 . . . . . . . . . . 7
World History Essay 5 . . . . . . . . . . 7
(continued on page 9)
SEA CUCUMBERS — Is it a viable industry in Chuuk?
Editorial Note: How do we answer the question above? Some say, “Yes”, and others say, “No”.
Two Chuuk Campus students have something to say about this. Read their articles below.
YES — by Kercy Ruben
Sea cucumbers can be a viable industry for the
Chuukese people. Our own legislature supports
the idea; however, there is a 5-year delay in ex-
porting dried sea cucumber. According to Curtis
Graham, whom I interviewed, the purpose of the
legislative delay is to build up the sea cucumbers
as a plentiful resource, so that we will not gather
too much and deplete the resource base.
Yes, there is a profit waiting for us in a sea cu-
cumber industry in Chuuk, but we must not be
greedy and rush into it just to make big bucks.
Exploitation would be an over-harvesting abuse,
and so it is our own responsibility to conserve the
sea cucumber resource.
In the next few years our government must ini-
tiate a public awareness program. This program
must describe how and why the sea cucumber is a
profitable business. At the same time, people
need to learn about conservation practices, so that
we will not over-harvest sea cucumbers. Money
is good, of course, but greed can destroy the in-
dustry if we over-harvest and exploit.
One way to conserve this resource is to punish
individual harvesters who over-harvest or exploit.
This means some kind of law enforcement. What
worries me is that there are always some greedy
fishermen. We really have to strengthen and en-
force penalty laws against these people. ϕ
NO — by Rosella Kim
Harvesting of sea cucumbers can have a devas-
tating effect on the reef environment. We know
this, thanks to scientific research at One Tree Is-
land on the Great Barrier Reef in Australia.
Global warming, according to scientists in the
world, causes a problem in the ocean — this prob-
lem is called “ocean acidification”. In other
words the oceans are becoming acidic — to much
acid in the water, which kills coral reefs. It is bad
enough when global warming causes “coral reef
bleaching”; it is worse with ocean acidification.
Either way, our coral reefs die, thanks to global
warming.
Sea cucumbers help by ingesting sand and re-
leasing calcium carbonate (CaCO3). The CaCO3
then becomes the nutrient for growing coral reefs.
I do not believe that we will lessen ocean acidifi-
cation, but we can slow it down from destroying
our reefs. How? By helping reefs, or polyps in
the coral, to get the CaCO3 nutrient that they need
to grow more reefs!
If we over-harvest sea cucumbers, we will be
destroying our own coral reefs. It is wrong to
make quick profit in a sea cucumber industry and,
at the same time, to destroy the reef environment.
Without our reefs, we may have no future in our
island environment. As ugly as the sea cucumber
is, its role in reef-building is too vital to lose. ϕ
TOURISM VS. ECOTOURISM IN CHUUK, by Gary Kanto
I am against tourism development in Chuuk,
but I support ecotourism in our state. What is the
difference between tourism and ecotourism? One
is more good, and the other is more bad. Let me
try my best to explain in this essay.
Both tourism and ecotourism begin outside of
Chuuk. People from America and Japan, for in-
stance, hear about Chuuk, and they want to visit
our islands to see the place and meet the people.
So, these foreigners check out brochures, make
hotel reservations, and rent cars. In other words,
they spend a lot of money in Chuuk, and
Chuukese citizens can get jobs in the business of
hosting visitors. That sounds good because we all
need and want money in our economy. Also, at
the present time, many tourists in Chuuk go scuba
-diving among the sunken ships — ships that sank
during World War II (February 1944) when allied
forces attacked the Japanese navy in the Chuuk
Lagoon.
However, there are lots of Internet reports that
describe negative impacts of tourism in the Paci-
fic, such as Hawaii and Guam. The worst impact
seems to be environmental destruction or loss. As
far as I am concerned, I do not want to see this
loss in Chuuk, and that is why I am in favor of
ecotourism.
(continued on page 3)
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TOURISM vs. ECOTOURISM
(continued from page 2)
Ecotourism, according to Lobban and Shefter’s
book, Tropical Pacific Island Environment, is
“responsible travel to a natural area that con-
serves the environment and improves the well-
being of local people”. Conservationists add a
second point — that these ecotourists should take
pictures of the scenic beauty and leave only their
footprints in the sand. In other words, they must
not ruin the environment by their visit. That is the
reason for the word: eco-tourism, or ecology tour-
ism. Ecology is the study and concern of nature in
an environment, and that is what ecotourists must
do in Chuuk — study what the environment offers
and concern themselves with keeping the environ-
ment clean and safe, no environmental destruction
or loss.
So, yes, ecotourism teaches the ecotourists an
understanding of conservation and protection of
the environment, and it will definitely bring eco-
DIVERSIFIED INDUSTRIES by SS 150-2 Students*
Chuuk’s economy can be expanded if our
leaders encourage growth and development of
diversified industries. We therefore recommend
that our Chuuk State Government support cer-
tain industries (other than fishing, sea cucumber,
and tourism) such as the following:
• African snail (pweechar)
• agriculture (including the return of the copra
industry)
• handicrafts
• seashells (including mother-of-pearl), and
• turtle shell.
First, did you know that African snail is an
expensive delicacy in Europe and America? As
a food item, it has a French name — escargot.
Second, the list above is short, but if people
put their minds together, they can easily come
up with many more examples of other potential
industries in Chuuk.
Third, we wanted to include shark fin, but
our SS 150 instructor Alton Higashi vetoed it
and removed it from the list above. ϕ
(*) = Jenolyn Hartman, Nellie Kiteuo, Genevieve
Liwis, Erson Louis, McKay Ludwig, Arison Osy,
Anthony Pisek, Teinin Sam, and Justin Utha
nomic growth to our people who need to find jobs.
Plus, these jobs must require the Chuukese work-
ers to have knowledge and skills in traditional cul-
ture.
You may be wondering at this time why I am
discussing traditional culture. So, let me paint a
picture of an ecotourism site in Chuuk. Right now
the picture is make-believe, but it can become true
if we make it happen. The scenario is presented
below:
• A hotel can include a dozen or more huts —
outside can be traditional thatch, and inside can
still be air-conditioned. A restaurant can serve
much more local food, rather than imported
food such as steak.
• A sailing canoe can take male tourists out in the
shallow lagoon. The canoe will be capsized or
tipped over, and the tourists must learn to up-
right the canoe. We can teach these tourists the
Chuukese phrase, pwangún le pwokó.
• Workers can take other tourists out onto the reef
to learn spearfishing — and taught safety tips so
that they do not kill each other.
• Other workers can teach more tourists how to
pound breadfruit and taro — and taught safety
tips so that they do not smash their own thumbs.
• Tourists can learn to cook local food (including
seafood that they themselves catch) over firepits
on the beach (not in the restaurant kitchen). In
other words, tourists can catch, prepare, and eat
what they themselves learn to catch, prepare,
and eat.
• Tourists can learn to do traditional dances (such
as tokiya), sing local songs around a bonfire on
the beach, just relax in the romantic moonlight.
• We can encourage tourists to dress traditionally.
If they are brave enough, the male tourists can
wear afiitita and the female tourists can walk
around bare-breasted. Why not?
• Tourists have to learn coconut culture — how to
cut open fresh coconut for drinking, how to
grind coconut meat (assak taka), how to weave
coconut leaves to make their own fans or toys.
No, we should not teach the male tourists how
to climb a coconut tree because they might fall
and sue the hotel owners.
There is so much more for tourists to learn
about us and our culture. This just the beginning
of ecotourism in Chuuk, and it is time to start
thinking about doing tourism right. So, let us get
started now! ϕ
WORLD HISTORY 1:
Mesopotamia and Written Laws by Erson Louis
Mesopotamia, often called “the cradle of civili-
zation”, had a legacy well-known throughout
world history. This legacy was written laws, be-
ginning with the Code of Hammurabi.
Ancient Mesopotamia was a kingdom in the
river valleys of Tigris and Euphrates. Today, this
area is known as Iraq. You can see its location in
the map below.
Hammurabi was King of Babylonia, part of
Mesopotamia, in the 18th century BC — about
3,800 years ago! Actually, Hammurabi was not
the first king to write laws. Two other kings be-
fore him — Urukagina (24th century BC) and Ur-
Nammu (21st century BC) — wrote laws too, but
Hammurabi’s laws became famous. One of the
most famous laws was: “An eye for an eye, a
tooth for a tooth”. We may think of this law as
the Law of Moses, but that is not true. Hammura-
bi wrote this law several hundred years before
Moses plagiarized it and copied it in the Book of
Genesis (Holy Bible).
Hammurabi wrote 282 laws, and they became
known as the Code of Hammurabi. They were
written in clay and on stone in the ancient writing
system known as “cuneiform”. The laws were
written because Hammurabi wanted his people to
be able to read them. So, citizens were taught to
read, and they could then read the laws on their
own.
It is now the 21st century AD, and Chuuk has
laws too, such as the Chuuk State Constitution and
laws passed by the Chuuk State Legislature. Yet,
most of us do not really know nor understand our
own laws, because our Department of Education
does not teach about them in elementary and sec-
ondary schools. As some Chuukese leaders say,
(continued on page 5)
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WORLD HISTORY 1: Mesopotamia and Written Laws (continued from page 4)
“Ina chok ii, mwasereno”. Who then is the more
civilized — the ancient Mesopotamians or the
modern Chuukese? I say that ancient Mesopota-
mia is more civilized! So, how can we the mod-
ern Chuukese civilize ourselves?
I offer two solutions. First, the Department of
Education must teach the constitution in elemen-
tary schools. It should be in the social studies cur-
riculum, but some central-office educators say,
“It’s too hard or impossible for the students to
learn”. As far as I am concerned, if we do not
give it a try, then students will not learn about
laws in their own state. Nothing is hard or impos-
sible without first trying and then by teaching it
over and over again until students do learn.
Second, teaching and learning are two steps in
communication. The Department of Education
can easily prepare posters and billboards that
teach laws. Other departments, such as Health
and EPA, post news and other information every-
where along streets so that all people can easily
see and read them. Why does Education not do
the same?
Hammurabi wanted his people to read laws and
to understand them. Our state government leaders
do not think about the goodness of citizens — that
they can learn if we choose to teach them. We
have the choice — either do nothing so that our
people can remain ignorant, or spread information
about laws so that our citizens can learn! ϕ
WORLD HISTORY 2:
Ancient Greece and Interculturation by Silvia Sony
We in Chuuk know so little about ancient
world history, and we need to learn more so that
we can improve our own lives today. I am talking
about ancient Greece and one of its great legacies
in world history — interculturation.
Ancient Greece began a civilization several
thousand years ago. During its so-called “Dark
Ages” (before 750 BC) Greece was not great like
Mesopotamia or Egypt. However, it became a
powerful civilization because of interculturation
— learning from neighboring cultures and civili-
zations — taking the best ideas and customs from
foreigners and then making them uniquely Greek.
Nowadays, we call interculturation by two other
names — “cross-cultural relations” and “eclecti-
cism”.
What did the ancient Greeks learn from other
places? From the north (in Europe) they learned
economic and political development — how to set
up governments and how to train leaders. From
the east (in Turkey and Mesopotamia) they
learned ship-building, the alphabet-writing sys-
tem, metallurgy, city-building, and education de-
velopment, including art and literature. From the
south (Egypt) they learned engineering.
In other words, the ancient Greeks received and
learned knowledge and skills from foreigners, and
then they integrated foreign lessons with their own
good Greek knowledge and skills. They rejected
bad foreign lessons and threw away their own bad
customs. In other words, learn the good, not the
bad. Keep the good, not the bad. The result was a
culture and civilization that would get better and
better, and that was how the ancient Greek civili-
zation began.
Interculturation in Micronesia began when for-
eigners first came to our islands in the early 16th
century AD. In less than 500 years, Micronesians
learned foreign customs. However, I say that this
learning was wrong. Why? Let us take Chuuk as
an example of interculturation. The Chuukese
people have learned the bad ways of foreigners,
not the good ways. At the same time, we have
thrown away our good knowledge and skills and
(continued on page 6)
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Solon Pericles
WORLD HISTORY 2:
Ancient Greece and Interculturation (continued from page 5)
rejected way is good from foreigners. This is not
how we learn to improve ourselves. What we
have learned is to destroy ourselves.
Here is an example — money. Money is good,
but we have used it in wrong ways. The first
problem is that money has changed our culture,
customs, and lifestyles. So, we prefer to use mon-
ey to buy rice, canned meat, liquor, and alcohol.
At the same time, we have lessened our traditional
dependence on local resources, such as breadfruit,
taro, and other food items. Sure, we still eat tradi-
tional food, but imported food is becoming very
popular because of access to money.
If we the Chuukese expect to survive as a peo-
ple and as a culture, we should look at how the
ancient Greeks interculturated correctly. Learn
good foreign ways and keep our own good tradi-
tions. Reject bad foreign ways and throw away
our own bad traditions.
I have learned this idea by studying the history
of the world, particularly the ancient Greek civili-
zation. The idea of “ancient” may not be popular
in our thinking today, but the idea of “civilization”
is something that we the Chuukese may never be
able to achieve. ϕ
WORLD HISTORY 3: Ancient Greece and Democracy, by Chonfan Herry
Do you know what democracy is and where it
first started? Also, what does democracy have to
do with Chuuk? Let us find out.
Democracy is a government in which supreme
power is held by the people. It began in ancient
Greece in the year 594 BC by a wise leader named
Solon. That was 2,600 years ago. Then, 130
years later (in 460 BC), another Greek leader
named Pericles increased the ideas and practices
of democracy. So, what did this early democracy
look like? There was a legislature of elected rep-
resentatives. That is called “popular election”.
Legislative decisions were approved as laws by
majority rule, and there was no king to control the
legislature.
However, ancient Greek democracy was not
perfect. Only free citizens could be elected as
legislators, and free citizenship excluded women,
slaves, and foreigners.
In Chuuk today we have popular elections,
laws, and majority rule. Also, women are consid-
ered free citizens, but foreigners are not. So, it
seems that democracy in Chuuk is better than de-
mocracy in ancient Greece.
There is another thing which contrasts Chuuk
and ancient Greece in terms of democracy. The
ancient Greeks had only one branch of govern-
ment — legislative. In Chuuk today we have
three branches — legislative, executive, and judi-
cial. So, again, it would seem that democracy in
Chuuk is better than democracy in ancient Greece.
All the same, let me add a final thought. As far as
I am concerned, democracy is just as good as what
people say, not what the leaders want. Unfortu-
nately, in Chuuk, leaders lead and people follow.
If our leaders are not wise nor good, then our gov-
ernment is foolish because people follow without
thinking.
If we want a democratic government, then our
leaders must be smart in decision-making. If they
are not smart, then we will not improve. When I
observe our Chuuk State Legislature, I worry a lot
because too many legislators do not seem to be
smart in decision-making. The government must
be “of the people, by the people, and for the peo-
ple”. So, yes, Chuuk’s legislature is “of the peo-
ple” and “by the people”. I seriously question
whether our legislature is “for the people”.
“For the people” means no pachification. Yet,
I see pachification as a political reality in Chuuk,
and it does not help to improve our lives. So, let
me end this essay with advice to all free citizens
of Chuuk who elect their leaders. When we vote,
let us elect wise and smart leaders (including
women) — throw away pachification! ϕ
-6-
WORLD HISTORY 4:
Ancient Rome and Road System by Reason Andrew
The ancient Roman civilization began 2,700
years ago in Italy, and what should we remember
about Rome’s greatness? Many of us watched the
movie “Gladiator” and remember the beautiful
buildings such as the Coliseum where gladiators
fought against each other. However, what I will
remember most is the road system.
The roads — a total of 180,000 miles of roads
— connected different parts of the ancient Roman
Empire — from Spain, throughout Europe (and, of
course, Italy), to Greece, into Turkey and Mesopo-
tamia, and down to the Levant and Egypt. Road
construction began 2,300 years ago (about 300
years before Jesus Christ was born), and it took
200 years to complete the road system. All roads
were built by private companies dedicated to
road construction, and it took 3 days to complete
one mile of road. That is a fact — one mile every
3 days!
Some of these roads had to cross streams and
WORLD HISTORY 5:
Ancient Rome and Fresh Water by Robin Ruben
Two thousand years ago, 1,000,000 residents
lived in the ancient city of Rome. How did they
get enough fresh water to drink and stay alive?
The ancient Romans built aqueducts.
An aqueduct is like a pipeline — without pipes.
It was made with concrete and cement. Did you
know that the ancient Romans invented concrete
and cement? Yes, that is true — they were the
first people on earth to invent and use concrete
and cement. One more thing about the ancient
Roman cement — it was waterproof.
On page 9 is a picture of an aqueduct today in
the city of Rome. Yes, the aqueducts were built
above ground, all built by ancient Roman con-
struction engineers. The fresh water came from
the Apennine Mountains in Italy, and the aque-
ducts carried the water from mountain springs
down to the city of Rome.
In the case of underground water, the ancient
Romans built concrete tunnels to capture and
(continued on page 8)
-7-
(continued on page 9)
WORLD HISTORY 4:
Ancient Rome and Road System (continued from page 7)
rivers, and so the construction companies had to
build bridges first and then roads over the bridg-
es.
The ancient Roman road construction engi-
neers were experts. They used sand, gravel, clay,
and large basalt rocks to make the roads strong.
Drainage ditches were built on both sides of the
road, so that no road would be flooded. And, did
you know that many of these roads are still being
used as transportation systems connecting villages
and towns in Europe? Truly, the road system is a
great legacy of the ancient Roman civilization.
So, what can the ancient Roman road system
teach us about Chuuk today?
Well, I want to say that the first lesson for us is
to complete the road construction on Weno — one
mile every 3 days! But that is not going to happen
at all. Already PII has taken a few years to com-
plete only a very small part of the roads on Weno.
I heard that the Weno road construction is sup-
posed to build only 7 miles of concrete roads. In
other words, PII should have finished the road
construction in 21 days! That would be 1 mile
every 3 days times 7 miles = 21 days, or 3 weeks!
Forget it! PII would never have been hired to
build any road in ancient Rome — much too slow!
There is a second lesson — bridges! I was just
thinking to myself, “How about building bridges
from island to island in the Chuuk Lagoon?”
And, did you know that this question is not an
original idea of mine? I heard, again, that in the
1970s a Chuukese leader came up with the idea.
That is true — and his name was Hans Williander.
I do not know how many old Chuukese people can
remember this. Mr. Williander recommended that
simple but strong bridges be built from island to
island — from Weno to Tonoas, from Tonoas to
to Fefen, and so on. From Fefen there would be
two bridges — one to Uman, and another to
Parem. Then, continue — from Parem to the In-
ner Faichuk islands, and finally from Inner
Faichuk to the Outer Faichuk islands of Paata,
Polle, Onei, and Tolensom.
Sorry, I do not think that we can build a bridge
from Uman to Nema in the Mortlocks. Not even
the ancient Roman road construction engineers
would have been able to build a single bridge
from Chuuk Lagoon to Nema.
The reason would be money. Our Chuuk State
Government does not have enough money to build
an inter-island road system in the Chuuk La-
goon. So, what is the third lesson in this essay for
Chuuk? Since we do not have enough money,
maybe we should change our political status from
independence to commonwealth. After all, a
commonwealth budget would be far larger than
our present independence budget. Then, we could
ask America to help us construct the inter-island
road system.
I learned a saying about the ancient Roman
civilization, “Rome was not built overnight.”
Well, the inter-island road system will not be built
overnight either. It will take many years to com-
plete. But I learned another saying, “A journey
always begins with the first step.”
Ladies and gentlemen, we have a future history
to live, and we must begin now to take the first
step into our own history. If not, then we might
not have any future history after the year 2023.
Let’s begin as soon as possible. ϕ
-8-
WORLD HISTORY 5:
Ancient Rome and Fresh Water (continued from page 7)
move the underground water to Rome.
How did the fresh water travel from the moun-
tains down to Rome on the coast? The aqueduct
and tunnel construction engineers knew about the
gravity. In other words, gravity carried the water
down from the mountains.
These engineers also built into the aqueducts
special filtration and purification systems to
make sure that any polluted or contaminated
water would be cleaned — 100% clean!
The aqueducts and tunnels brought 2-3 million
gallons of fresh water daily to every family living
in Rome — not just the rich Romans, but also the
poor ones. So, all Roman residents had fresh
water in or near their homes.
In the case of Weno, the fresh-water situation
is bad. According to the latest census, about 25%
of all families have piped water from CPUC.
Why is this percentage so low, as compared with
100% of the ancient Roman families? Because
the Chuuk State Department of Health Services
(Sanitation) advised Weno families to use water
catchment tanks, since the CPUC piped water is
polluted, contaminated, or unclean! The ancient
Roman aqueduct and tunnel system was definitely
better 2,000 years ago than CPUC’s piped water
to Weno homes today!
No, we should not build aqueducts and tunnels
on Weno. But we should advise CPUC to be
more scientific, like the ancient Roman engineers,
in supplying fresh water to people and in using
adequate filtration/purification systems. CPUC is
just not scientific enough to take care of Weno’s
fresh-water needs. ϕ
-9-
An aqueduct system
(water flowed on the top)
A RESPONSE FROM THE IC (continued from page 1)
use Facebook all day, wait only for your refund
check, enjoy time with friends, avoid chores at
home — and much more — each choice
(response) that you make has its own consequence
on your life and on the life of your family.
Making a choice is like drinking water cupped
in your palms. Once you open your palms, the
water slips through your fingers and is gone. Ren
chok Chuuk, “Kaa niamam nge a ser nupwan”. ϕ
PREVIEW OF ARTICLES
IN THE NEXT MESEISET (June 2013)
The next issue of Meseiset will be released
in the month of June 2013. Look for the fol-
lowing six articles written by more students!
• Future History of Micronesia:
The Great Ship Chuuk is Sinking!
by Erson Louis
• Future History of Micronesia:
A Political Miracle
by Genevieve Lewis
• Future History of Micronesia:
The Future Economy of Micronesia
by Anthony Pisek
• Future History of Micronesia:
Please Count My Vote!
by McKay Ludwig
• My Personal Philosophy: Pro-Action
by Jenolyn Hartman
• A Local Food Project
by Genevieve Lewis, Jenolyn Hartman, Tei-
nin Sam, Anthony Pisek, and Erson Louis